Kingsgate Primary School

Name Kingsgate Primary School
Ofsted Inspection Rating Outstanding
Inspection Date 17 March 2011
Address Kingsgate Road, London, NW6 4LB
Phone Number 02076245379
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 677 (52% boys 48% girls)
Number of Pupils per Teacher 19.2
Local Authority Camden
Percentage Free School Meals 42%
Percentage English is Not First Language 75.6%
Persisitent Absence 6.4%
Pupils with SEN Support 8.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Kingsgate Primary School is larger than similar schools of its type, serving an inner-city area with very high levels of deprivation. The very large majority of pupils are from ethnic minority groups and most speak English as an additional language. Twenty-six different heritages are represented and 37 different languages spoken. The majority of pupils are known to be eligible for free school meals. Mobility is high as a greater percentage of pupils than normally expected join and leave school other than at the usual times. A slightly higher percentage of pupils than found nationally have a statement of special educational needs, although overall, the percentage of pupils identified as having special educational needs and/or disabilities is lower than average. There is a breakfast club that is managed by the governing body. The school holds a number of awards including a Healthy Schools Award.

Main findings

Kingsgate Primary School is an outstanding school, where ambition is embedded from the most senior leaders to the pupils themselves. Inspirational messages are prevalent throughout the school. The pupils talk articulately about their own ambitions, their learning targets and their intentions to do even better! The school’s success is due to highly effective leadership, efficiency of management and the excellent progress that pupils make as a result of good teaching, excellent behaviour and an exciting curriculum. All of which is underpinned by outstanding quality of care and support, extensive work with families and the local community. The recent successful drive to raise standards in writing has a high profile within the school... Displays of high-quality writing and photographs of pupils of all ages engaged in writing activities tell pupils clearly what makes the writing good and what level it is. As a result, pupils have an excellent understanding of writing in different contexts and of the skills they are acquiring. School leaders know the school’s strengths very well and what needs to be refined further. The school has rightly identified the need to review the use of space within the Early Years Foundation Stage and to maximise opportunities for the youngest children to develop their speaking and independence skills. Consistently improving standards reflect the school’s excellent capacity to improve further. Many pupils throughout the school come and go at different times of year. Despite this, families are warmly welcomed and pupils are helped to settle quickly. The outstanding help and care from well-qualified teaching assistants and learning mentors, whenever they are needed, enable the least able and those pupils whose circumstances make them most vulnerable make similar progress to all other pupils in school. Planning is thorough throughout the school and ensures that pupils have the resources they need to tackle many tasks independently and for sustained periods. Pupils enter Year 1 having made good progress in the Early Years Foundation Stage, although attainment remains below average. Through the school, pupils make good and often outstanding progress. By the time they reach the end of Key Stage 2, attainment is broadly average. In the best lessons, pupils are given plenty of opportunities to discuss and reflect upon their own learning and that of their peers. However, this does not always happen consistently and in some lessons pupils were observed sitting and listening to their teachers for long periods of time without participating. Assessment data are well used to plan lessons, ensuring they are accurately matched to pupils’ learning needs. However, the quality of marking in pupils’ workbooks is very varied and is not consistent enough in giving clear guidance on the next steps to take to improve work further.